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International Journal of Applied Environmental Sciences

ISSN 0973-6077 Volume 12, Number 12 (2017), pp. 2079-2093

© Research India Publications

http://www.ripublication.com

Home Media Technologies: Implications for

Academic Achievement of University

Undergraduates

Igba Daniel Igba*, Igba Chimezie Elizabeth,

Sunday Nwambam Aja and Chika .E. Nwafor

Ebonyi State University, Abakaliki, Nigeria.

*Corresponding Author

Abstract

Home media technologies enhances teaching and learning, promotes better

understanding of methods and improves academic achievement. Many

students rely on computers and this has increased the rate of collaboration for

students, teaches them skills they need for survival in the business world. How

can parents mitigate the negative aspects of home media while improving

upon the positive results? Moderating the access to home media is one

excellent method. Amount of time students spend on social network sites

needed to be reduced. Parents should provide ample time for face to face

social interaction, like family leisure time in which they should discuss their

studies. Social media does more harm than good in youths and adults’ alike,

many of them spend most of their time on facebook, snap chat, T.V among

others. Cybercrime affects the academic achievement and the development of

nations. It is productivity killing, getting folks addicted, loss of attention or

having partial attention, which limits peoples’ ability to focus and do quality

work. The result shows, among others that, students’ addictiveness to home

media technology affect their academic achievement.

Keywords: Influence, home media, technology, achievement, undergraduate

2080 Igba Daniel Igba, Igba Chimezie Elizabeth, Sunday Nwambam Aja and Chika .E. Nwafor

1. INTRODUCTION

In recent years, home media such as television, radio, and computers have been used

extensively for various reasons by large user groups. University undergraduates use

TV, radio, and computers for entertainment, communication, and education, among

others. Over the past few years, due to improvements in technology, television, radio,

and computers and other similar technologies have become cheaper and more

sophisticated. That is why households are both able and willing to buy TV, radio, and

computers for their children. They expect to give them the chance to become

advanced television, radio, and computers users [1]. [2] stated that not only is the

number of computers in education growing exponentially, but also the number of

Mobile phones, Smart Phones, Palmtops, Laptops, 3G iPhones, Wikis (online

databases), Mass shared storage devices, Lecture CDs DVDs, Flash disks, Wi-Fi SD

cards, Portable TV Recorders, Webcams, Handheld projectors, eBook Readers,

television, radio, and computers in the home is growing at a rapid rate. Despite the

increase in the number of TV, radio, and networks and other related technologies,

everyone does not have the same entry to these techniques: Media availability alters

depending on such matters as child's age, gender, class/ethnicity, family

socioeconomic state, and so forth [1]. The economic level of the countries might also

influence the availability of media for university undergraduates either at school or

home.

Information and Communication Technologies are transforming home and school

environments by influencing the way university undergraduates live as well as the

way they learn. Technology devices usually meant for entertainment in the homes has

consciously and unconsciously turned into powerful learning tools. The technologies

that are particularly relevant in this respect are those who provide ample medium for

sourcing educational information and also for communicating with teachers and

educational resource persons or fellow students. These home and personal

entertainment tools now have mobile, portable features that make them usable by

university undergraduates anywhere they are within or outside homes. They come

with text, voice image, and Home media capabilities; also, they have interconnectivity

and interoperability features [3].

Notable among these devices is the Personal Digital Assistants (PDAs) and Mobile

Hand Held Devices. The PDAs are shirt pocket-sized devices equipped with computer

capabilities, [4]. Their distinguishing features include having a touch-sensitive screen,

a pen styles input interface, customizable application buttons, and a multi-way (button

or mini joystick) navigator to browse information on the screen [3]. Mobile phones

now also include such sophisticated features as text and image exchange, built-in

cameras, mass storage, Home media access, and networking. Another category of

devices include those used for Backup and Archiving such as simple flash disks and

rewritable compact Disks, DVDs, and memory cards. A recently web-based tool that

Home Media Technologies: Implications for Academic Achievement of University Undergraduates 2081

has also been used very significantly for educational purposes is the Wiki. These

according to [3]are interlinked WebPages based on the hypertext system for storing

and modifying information. Devices used as educational presentation tools may also

be employed by university undergraduates to create images that show or showcase

their thinking ideas expertise and knowledge [3]. Of greater significance are those that

enable student's access to learning materials beyond traditional classroom and

libraries. The availability of books in digital form (eBooks) has provided university

undergraduates with opportunities for mobile reading, and this affects their academic

achievement.

Use of media in line with the constructivist theory of learning has been associated

with higher achievement, higher motivation, positive student-student and student-

teacher relationships and more positive attitudes towards the discipline of study [3].

The use of Backup/Archiving, Capture/Transfer media technologies enhance this

collaborative learning relationship through such activities as online authoring and

editing of learning instruments. Also in line with Schema theory of learning [5]. The

opportunity for university undergraduates to engage in self-reflection and assessment

of own learning activities, will enable them to construct their mental model of

learning subjects. This is achievable through the use of recording, replay and

representation media.

Using television, radio, and computers promote children's visual attention because

some applications require users to keep track of or regulate many activities at the

same time. [5]also stated that computer games have positive impacts on students.

Children are not only opened to technology at home but also at school by new

learning and communications technologies (ICT). Due to producing new computers

and related technologies, schools are in need of new technology plans and designs.

According to [6], Teachers in many countries are beginning to use ICT to help change

classroom teaching and training, and are integrating technology into the curriculum.

Therefore, it is necessary to develop strategies for university undergraduates to use

computers efficiently and other advanced home media communication technologies

that can help them to improve their academic achievement [6]. [7]Argued that

university undergraduates who have available computers at home and in the library

have higher levels of understanding economics as a subject. [6]Found in their study

that university undergraduates who were using home media 1 hour per day had better

math scores. [6], stated that television, radio and computer use for math was linked

with reducing the performance gap among different diverse backgrounds. It is clear

that there might be many factors affecting university undergraduate academic

achievement. Technology is one of these constituents; that is why it is essential to

explore how we can explain university undergraduates' academic achievements by

looking at the use and accessibility of computers and related technologies, as

suggested by [8].


Academic excellence or achievement plays an important role in an individual

placement, be it in the academic institutions or job placement. Due to this, many

people are concerned with the ways they can enhance their academic achievement.

The emphasis on academic excellence which is also prevalent worldwide has

encouraged many studies about the conditions promoting it. The role of academic

performance as one of the predictors of one's life success and even in the aspect of

educational placement in schools to higher institutions as well as the level of

employability in one's career is inevitable [9]. Academic achievement, which is

measured by the examination results, is one of the primary goals of a school.

[10],argued that schools are established with the aim of imparting knowledge and

skills to those who go through them and behind all this is the idea of enhancing

excellent academic achievement. Academic achievement or achievement is the

outcome of education, the degree to which a student, teacher or institution has

achieved their educational goals. Educational attainment is regulated through tests or

continuous evaluation, but there is no consensus on whence it is best tested instead

which aspects are most relevant, procedural knowledge such as experiences or

declarative learning such as facts [10]. It appears that home media technology has

affected university undergraduates' academic achievement since most of them spend

their time in watching television, Videos, etc. Hence the problem of this study is what

is the influence of home media technology on university undergraduates' academic

achievement?

1.1 Theoretical Underpinning

[11], propounded social construction of technology (SCOT)/ the proponent of this

theory argue that technology does not define a human action, but human action shapes

technology. Present undergraduate students prefer fun over studies, and the most

common way of getting it is through media technology, this has hampered much on

the academic achievement of students.

Actor-network theory (ANT) - post a heterogeneous network of humans and non-

humans as same interrelated actors. It attempts for impartiality in the description of

human and non-human actors and the integration of the natural and social worlds. For

example, [12], argue that instead of worrying whether we are anthropomorphising

technology we should include it as inherently anthropomorphic: technology is made

by human's substitutes for the actions of human and shapes human activity. What is

important is the chain and gradient of actors' work and competencies and the degree to

which we choose to have figurative representation. Here it is expected that we should

not allow home media technology to take over our studies because if we do, it will

affect our academic achievement.


System theory [13] consider the historical development of technology and media with

an emphasis of inertia and heterogeneity, stressing the connection between the artifact

built and the social, economic, political and cultural factors surrounding it.

Fundamental concepts include; reverse salient when elements of a system lag in

development concerning others, differentiation, operational closure, and autopoietic

autonomy. The above theory implies that what we have should not constitute failure

in our future endeavours instead it should be a success in our academic achievement.

Media richness theory [14], posits that the amount of information communicated

differs concerning a medium richness. The method assumes that resolving ambiguity

and reducing uncertainty is the primary goals of communication. Home media

technology acts as a second teacher that will help to remind student what they were

taught by their teacher at home hence its relevance of home media to student

academic achievement in university

2. PURPOSE OF THE STUDY

The main purpose of this study is to assess the influence of home media technology

on university undergraduates' academic achievement. The study specifically sought:

1. To examine the level of student addictiveness to home media technology,

2. Identify the types of Home media technology that university undergraduates

use for academic achievement,

3. To find out the effects of using Home media technology on the university

undergraduates academic achievement, and

4. Identify the limitations of using Home media technology, in university

undergraduates' academic achievement.

3. RESEARCH QUESTIONS

The following research questions guided the study:

1. What are the levels of university undergraduates' addictiveness to home media

technology?

2. What are the types of Home media technology that university undergraduates

use for academic achievement?

3. What are the effects of using Home media technology on the university

undergraduates' academic achievement?

4. What are the limitations of using Home media technology on university

undergraduates' academic achievement?


4. METHODOLOGY

4.1 Research Design

This study adopts the survey research design. Survey design is explained by [15], as a

procedure used in obtaining information from a sample or related population that is

accustomed to the ideas relating to the objectives of the study. In the opinion of [16],

survey design is one who studies large or small population by selecting and analyzing

(sample) data collected from the group through the use of a questionnaire, telephone

or personal interview. The design is therefore appropriate for this study as it intends to

obtain data using questionnaire from university undergraduates and teachers.

4.2 Area of the Study

The field of this study is Faculty of Education at Ebonyi State University, Abakaliki.

It is located at Ikelagu Ishieke, in Ebonyi Local Government; it has an area of

305km2. It has shared a boundary with three communities which include Idembia,

Edomia, and Enyibuchiri. Faculty of education is made up of seven departments

which include Business Education, Educational Foundations, Science Education, and

Human Kinetics/Health Education, Art/Social Science Education and technology and

vocational education. The researchers chose this university because of the influence of

home media technology undergraduates' academic achievement.

4.3 Population of the Study

The population of the study comprises two thousand and sixty-seven university

undergraduates of the faculty of Education. Which is as follows; Arts and Social

Science eight hundred and fifty-two, Business Education two hundred and eighty-six,

Educational Foundations three hundred and seventy, Home Economics twenty-six,

Human Kinetics one hundred and forty-nine, Science Education two hundred and

forty-one, and Technology and Vocational Education (TVE) one hundred and forty-

three. The total population of the university undergraduates in the faculty of education

is two thousand and sixty-seven [17].

4.4 Sample and Sampling Techniques

Simple random sampling techniques were used to draw the sample size from the

seven departments as follows;

Arts And Social Science Education 10% of 852 = 85.2, Business Education 10% of

286 = 28.6, Educational foundation 10% of 370 = 37, Home Economics 10% of 26 =

2.6, Human Kinetics 10% of 149 = 14.9, Science Education 10% of 241 = 24.1, and


TVE 10% of 143 = 14.3. The reason for using 10% is for equal representation.

Therefore, the sample size is 206 University undergraduates.

4.5 Validation of the Instrument

The instrument was validated by one expert each from Measurement and Evaluation,

Arts and Social Science Education and Home Economics Departments in Ebonyi

State University. The reliability coefficient of 0.87 was obtained using Cronbach

Alpha coefficient indicating high reliability.

4.6 Method of Data Analysis

Research questions were responded on individual item basis using mean and standard

deviation. The items that scored 2.50 and above are accepted while items that scored

below 2.50 were rejected as a decision rule.

5. RESULTS

Research question 1: What are the level of student's addictiveness to home media

technology and the influence on their academic achievement?

Table 1: Response onthe level of student’s addictiveness to home media technology

ITEMS

No..

The level of student’s addictiveness to home

media technology

x SD Remark

1 Addiction to online social networks is a

problematic issue that affects students’

academic life

2.59

0.65

Agreed

2 Online social networks distract university

undergraduates studies

2.71 0.77 Agreed

3 Hours spent on home media technology can

never be compared to the number of hours

university undergraduates spend on reading.

2.59

0.65

Agreed

4 University undergraduates who are addicted to

Face booking fail their exam

2.59 0.65 Agreed


TV program find it difficult to read their book

2.57

0.64

Agreed


6 Addiction makes student face book in class

during lecture

2.53 0.63 Agreed


music find it difficult to concentrate

2.55 0.63 Agreed


watching films forget themselves

2.50 0.62 Agreed

9 Some student spend time on night calls don’t

stay in classroom

2.57 0.64 Agreed

10 University undergraduates who addicted to

home media play game even on the road

2.53 0.63 Agreed

Grand Mean 2.57

Table 1 reveals that, items 1-10 are the level of student’s addictiveness to home media

technology. Research Question 2: What are the types of Home media technology

used by university undergraduates?

Table 2: Response on the types of Home Media Technology used by university

undergraduates

ITEMS

No.

Types of Home Media Technology used by

university undergraduates

x SD Remark

11 Personal Digital Assistants (PDA) such as

/related devices, Mobile phones, Smart phones,

Palm tops, Lap tops, and 3G iPhones.

2.50

0.62

Agreed

12 Backup and archiving such asMemory cards, Wikis

(online databases), Mass shared storage devices,

Lecture CDs DVDs, and Flash disks

2.57

0.64

Agreed

13 Capture and Transfer such as Wi-Fi SD cards,

Portable TV Recorders, Audio recorders, Video

recorders, and Webcams

2.53

0.63

Agreed

14 Presentation Tools such asMedia player, Hand held

Projectors, Holographic Projectors, Tablets and

eBook Readers

2.59

0.64

Agreed


15 Television and Radio 2.71 0.67 Agreed

16 Tablets 2.59 0.64 Agreed

17 Holographic Projectors 2.59 0.64 Agreed

18 eBook Readers 2.57 0.64 Agreed

19 Home threat 2.53 0.63 Agreed

20 VCD machine 2.55 0.63 Agreed

Grand Mean 2.61

Table 2 reveals that items 11-20 are the types of Home media technology that

university undergraduates use for academic achievement

Research question 3: What are the effects of using Home media technology on the

university undergraduates’ academic achievement?

Table 3: Response on effects of using Home media technology by university

undergraduates

ITEMS

No.

Effects of using Home media technology by

university undergraduates

x Remark

21 The usage of Wikipedia for research has helped

improve academic achievement

2.59

0.64

Agreed

22 Engaging in academic forums on yahoo reduces

university undergraduates rate of understanding

2.57

0.64

Agreed

23 materials gotten from blogging Sites to

complement lecturers materials for university

undergraduates study

2.53

0.63

Agreed

24 Home media help university undergraduates in

further research

2.55 0.63 Agreed

25 Home media educate student on other areas of

study

2.50

0.62

Agreed

26 Home media sometimes cause student low

performance

2.59

0.64

Agreed


27 Home media distract university undergraduates

from reading their book

2.71

0.67

Agreed

28 Home media effect university undergraduates

attendance to school

2.50 0.62 Agreed

29 Home media makes university undergraduates

to lose concentration on the class

2.57

0.64

Agreed

30 Some home media effect university

undergraduates memory

2.53 0.63 Agreed

Grand Mean 2.55

Table 3 reveals that items 21-30 are the effect of using Home media technology on

the university undergraduates’ academic achievement

Research Question 4: What are the limitations of using Home media technology on

the university undergraduates’ academic achievement?

Table 4: Response on limitations of using Home media technology

ITEMS

No.

Limitations of using Home media technology

x Remark

31 The devices were difficult to set up for use 2.83 0.70 Agreed

32 Activation/registering of the devices with the

digital rights managing body is difficult or

impossible

2.75

0.68

Agreed

33 The devices operate with different and

incompatible file formats

2.95

0.73

Agreed

34 Some digital books (eBooks) expire too soon 3.11 0.77 Agreed

35 Finding and downloading relevant digital content

is difficult

2.77

0.69

Agreed

36 Power failure 2.79 0.69 Agreed

37 Some of them are difficulty to use 2.82 0.70 Agreed

38 You cannot use some of the home media without

a teacher

2.51

0.62

Agreed


39 Most of them are not educative therefore parent

avoid their children from using them

2.67

0.66

Agreed

40 High cost of home media technology 2.85 0.71 Agreed

Grand Mean 2.81

Table 4 reveals that items 31-40 are the limitations of using Home media technology

on the university undergraduates’ academic achievement

5.1 Findings

University undergraduates are addicted to home media technology and this influence

their academic achievements.

The types of Home media technology used by university undergraduates affect their

academic achievement. The use of Home media technology by university

undergraduates affectstheir academic performance. The method of Home media

technology shows that there are limitations in university undergraduates' academic

achievement

6. DISCUSSION

In research question 1, the level of university undergraduates' addictiveness to home

media technology and this influence their academic achievement. The results shows

that item 1-10 have a mean score above 2.50 meaning that, the respondents agreed

that addiction to online social networks is a problematic issue that affects students'

academic achievement. Online social networks distract university undergraduates in

their studies. The number of hours spent on home media technology can never be

related to the number of hours, University undergraduates spend in their take-home

assignments and examinations. Most university undergraduates who are addicted to

Face booking fail their exam, and this affects their academic achievement as no one

can eat his/her cake and have it back. University undergraduates who are addicted to

TV program, Snapchat, Twitter, Instagram and video games among others find it

difficult to read their books or focus in class, addiction defocusses them in class

during lecture as they pursue chaff instead of substance. Students who are addicted to

music find it difficult to concentrate, university undergraduates who are addicted to

watching films forget themselves, some student spend time on night calls, they don't

stay in the classroom. University undergraduates who addicted to home media play

the game even on the road with the mean score of 2.83, 2.75, 2.95, 3.11, 2.77, 2.79,

2.82, 2.51, 2.67 and 2.85. This is in line with [18]who stated that Information and


Communication Technologies are transforming home and school environments by

influencing the way university undergraduates live as well as the way they learn.

Technology devices usually meant for performance in the homes has consciously and

unconsciously turned into powerful learning tools [18]. The technologies that are

particularly suitable in this respect are those who provide ample medium for sourcing

educational information and also for communicating with teachers and educational

resource persons or fellow students [18]. These home and personal performance tools

now have mobile, portable features that make them usable by university

undergraduates anywhere they are within or outside homes. They come with text,

voice image, and internet capabilities. Also, they have inter-connectivity and

interoperability features.

Research question 2 discusses the types of Home media technology that university

undergraduates use for academic achievement. The findings show that items, 11-20

has the means score above 2.5, indicating that the respondent agreed that Personal

Digital Assistants (PDA) such as /related devices, Mobile phones, Smartphones,

Palmtops, Laptops, and 3G iPhones, Backup and archiving such as Memory cards,

Wikis (online databases). Mass shared storage devices, Lecture CDs DVDs, and Flash

disks, Capture and Transfer such as Wi-Fi SD cards, Portable TV Recorders, Audio

recorders, Video recorders, and Webcams. Presentation Tools such as Media player,

Handheld Projectors, Holographic Projectors, Tablets and eBook Readers, Television

and Radio, Tablets, Holographic Projectors, eBook Readers, Home threat and VCD

machine. This is in line with [19], stated that access to technology such as personal

computers and laptops had made the boundary between work time and family time

more permeable than ever. As a result, individuals have the opportunity to do their

paid work at home. In turn, this increases the time spent together, communication and

social interaction between one another. On the other hand, however, this can also

mean that individuals are distracted into the separate world of technology, which

demands their attention. This can have an adverse impact on social interaction within

a household as well as provide individuals with the opportunity for shared activity

within the home.

Research question 3 discusses the effect of using Home media technology on the

university undergraduates' academic achievement. Table 3 shows that items, 21-30

have a mean score above 2.50, indicating that the respondent agreed that, the usage of

Wikipedia for research has helped improve academic achievement. Engaging in

educational forums on yahoo reduces university undergraduate’s rate of

understanding. Materials got from blogging Sites to complement lecturers materials

for university undergraduates study, help Students in further research. Home media

educate the student in other areas of education, Home media sometimes cause low

student performance as a result of distraction because of much time devoted to home

media instead of reading their books. Some home media technology affects Students'


memory. This is in line with [20] studied technology has affected the lives of a

household in some different ways and has become a basis for future social behavior

[19]. The submersion of new media technologies into society has led to a significant

social development which has indicated that individuals, families, and households

have had to adapt in some ways. Social change as the process by which alteration

occurs in the structure and function of a social system; one of the primary impacts that

it has had, is on that of social interaction and the communication between family

members and between individuals in a household.

Research question four discussed the limitations of using Home media technology in

regular academic achievement. The findings show that item 31-40 have a mean score

above 2.50 indicating that the respondents agreed that the use of Wikipedia for

research has helped to improve the academic achievement of students. Engaging in

educational forums on yahoo reduces university undergraduates rate of other areas of

study, home media sometimes cause low student performance. Home media distract

university undergraduates from reading their book because while surfing the internet,

a nude advert pops out thereby defocussing the student's attention from studying

which becomes a trivial issue. Home media affect university undergraduate’s

attendance to school; home media makes university undergraduates to lose

concentration on the class and some home media affect the university undergraduate’s

memory. This is in line with [19]studied the Technology within the home has many

benefits for a household and a family and it has changed the meaning of family over

time. New media technologies have created new prospects for individuals within a

home by enhancing different patterns of social interaction, access to information, and

allocation of time.

6.1 Educational Implication

From the results obtained after the analysis of data, it has been observed that the

findings have far-reaching implications.

Home media technology has a lot of implication on the educational system; it makes

the university undergraduates learn on their own, however makes them absent from

classrooms leading to poor academic achievement of university undergraduate. The

implication here is that student devotes most of their time in watching television,

playing video games and this affects their academic performance.

7. CONCLUSION

The findings of this study show that the university undergraduates who are addicted to

home video technology end up achieving very low or nothing at all as they become a

nuisance to the society contributing to cybercrimes. This research work has also


revealed that the level of student's addictiveness to home media technology and the

influence on their academic achievement, the types of Home media technology that

university undergraduates use affect academic performance.

Therefore, there is the need for school authority to look into the significant challenges

of the use of home media technology on university undergraduates.

RECOMMENDATIONS

The following recommendations were made:

The university authority should keep up to date lecture attendance, any student

who does not have 75% lecture attendance should not be allowed to write

semester examination.

Assignments should be given on daily basis as this will not allow university

undergraduate get addicted to home video technology.

As a matter of importance, the University authority should emphasize any

student who did not score up to 2.00 as the cumulative grade point should be

made to repeat.

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